Infusing Language Enhancement Into the Reading Curriculum for Disadvantaged Adolescents
1997; American Speech–Language–Hearing Association; Volume: 28; Issue: 2 Linguagem: Inglês
10.1044/0161-1461.2802.177
ISSN1558-9129
Autores Tópico(s)Language Development and Disorders
ResumoNo AccessLanguage, Speech, and Hearing Services in SchoolsClinical Exchange1 Apr 1997Infusing Language Enhancement Into the Reading Curriculum for Disadvantaged Adolescents Jaci Fleming, and Betsy Forester Jaci Fleming Evanston Township High School, Evanston, IL Google Scholar and Betsy Forester Evanston Township High School, Evanston, IL Google Scholar https://doi.org/10.1044/0161-1461.2802.177 SectionsAboutFull TextPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In REFERENCES Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Urbana-Champaign, IL: The Reading Research and Education Center, University of Illinois at Urbana-Champaign. Google Scholar Casby, M. W. (1988). Speech-language pathologists' attitudes and involvement regarding language and reading.Language, Speech, and Hearing Services in Schools, 19, 352–361. ASHAWireGoogle Scholar Catts, H. (1991). Facilitating phonological awareness: Role of speech-language pathologists.Language. Speech, and Hearing Services in Schools, 22, 196–203. ASHAWireGoogle Scholar Catts, H., & Kamhi, A. (1986). The linguistic basis of reading disorders: Implications for the speech-language pathologist.Language, Speech, and Hearing Services in Schools, 17, 318–328. Google Scholar Catts, H. W., & Kamhi, A. G. (1987). Intervention for reading disabilities.Journal of Childhood Communication Disorders, 2(1), 67–80. Google Scholar Gardner, H. (1991). The unschooled mind. Washington, DC: Basic Books-Library of Congress. Google Scholar Gillon, G., & Dodd, B. (1995). The effects of training phonological, semantic, and syntactic processing skills in spoken language on reading ability.Language, Speech, and Hearing Services in Schools, 26, 58–68. ASHAWireGoogle Scholar Jostens Learning Corp. (1993). AIMS 1.2.1, (Revisions A & B) for file server NetWare (Novell) [Computer software]. San Diego, CA: Author. Google Scholar Lanza, J. R., & Wilson, C. C. (1991). The word kit—adolescent. East Moline, IL: LinguiSystems. Google Scholar Liberman, I. (1983). A language-oriented view of reading and its disorders.In H. Mykelbust (Ed.), Progress in learning disabilities (vol. 5). New York: Grune & Stratton. Google Scholar Mann, V. (1982). Reading skill and language skill.Haskins Laboratories Status Report on Speech Research, 69, 151–170. Google Scholar Moats, L. C., & Smith, C. (1992). Derivational morphology: Why it should be included in language assessment and instruction.Language, Speech, and Hearing Services in Schools, 23, 312–319. ASHAWireGoogle Scholar The Psychological Corp. (1990). Stanford Achievement Test Series, Eighth Edition. New York: Harcourt Brace lovanovich. Google Scholar Swiecki, M., & Marston, B. (1991) In plain English. East Moline, IL: LinguiSystems. Google Scholar Vellutino, F. (1983). Childhood dyslexia: A language disorder.In H. Myklebust (Ed.), Progress in learning disabilities (vol. 5). New York: Grune & Stratton. Google Scholar Additional Resources FiguresReferencesRelatedDetails Volume 28Issue 2April 1997Pages: 177-180 Get Permissions Add to your Mendeley library HistoryReceived: Jan 3, 1996Accepted: Jun 10, 1996 Published in issue: Apr 1, 1997 Metrics Topicsasha-topicsasha-article-typesCopyright & PermissionsCopyright © 1997 American Speech-Language-Hearing AssociationPDF downloadLoading ...
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